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SPECIFIČNOSTI RADA S DJECOM PRVOG RAZREDA OSNOVNE ŠKOLE

Author(s): Osman Ramić / Language(s): Bosnian Issue: 1/2007

The beginning of the nine year primary school programme has special quality and meaning concerning social and emotional maturity of six year olds and their preparation for fulfilling requirements and doing tasks in the first grade. The beginning of education is a turning point in child's life and it's very important how the child will cope with it. This turning point is also followed by the reform of education which has the most obvious effect on the first graders. Readiness of children, including children without parental tutorship, for collective work, complicated duties which come from complicated syllabus must become a subject of discussions of psychologists, pedagogues, social workers, teachers, teachers and all others that are concerned with education and upbringing of young children. Research of these problems will contribute to solving relevant questions hiv+ch deal with readiness of six year olds for school and it will also help to teachers who realize that sylllabus and educate children to do it successfully. This is especially importnat for teachers that work with retarted children, children with special needs and children without parental tutorship. Nowdays these question are increasingly important: in developed countries that was tha case much earlier. Concerning this, the inclusive education has an important role in our system and it is being more and more practised. That is one of the importnatn reasons to continue with the system of professional upgrading and include fileds of special pedagogy and psychology for the handicapped children.

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Образовен земјотрес: воведување задолжително театарско образование во средношколскиот образовен процес во Македонија

Author(s): Miloš B. Andonovski / Language(s): Macedonian Issue: 4/2016

Due to the progress of technology and the turbulent producing of information, the pedagogy is confronted with a new challenge : to redefine and to re-evaluate its own methods. The role of the education process is devaluated; memorizing things becomes shorter and shorter because the habit to memorize them for long terms, or to learn them is slowly fading away. So, the question is what to be offered on the market of knowledge? How to provide that content? Is there a need of giving another shape of the didactic programs and plans in the education institutions? Thirty high school students from Macedonia from various cultural and ethnic origins have taken part in the research made in the period from 30th of May until 3th of June 2016. The age limit was from 15 to 18 years, which is a period when the brain activates some processes that shape the emotional intelligence of a individual. The questioned students had to answer anonymously fourteen questions of a structured questionnaire, and the qualitative and quantitative data provided a very useful information about this domain. It is believed that they will be of great contribution to the raising of people's awareness about the need of making the theatre mandatory in the high school education process in Macedonia.

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Néhány gondolat a kisebbségi magyar nyelvváltozatok „stílusának” oktatásáról

Author(s): Gábor Lőrincz / Language(s): Hungarian Issue: 2/2018

It is a well-known fact that bilingualism and diglossia are both simultaneously characteristic for communities using variants of Hungarian as a minority language. This can be most notably seen in their use of vocabulary. Nevertheless, with a few exceptions, neither majority nor minority Hungarian language teaching pays due attention to this phenomenon; and when it does, it does it in a condemning or stigmatising way. Regrettably, textbooks also follow this trend, that is, language use differing from the standard is stigmatised and considered norm-breaking, which is very harmful for both majority and minority language users. The aim of this paper is to analyse parts of two minority Hungarian textbooks where bilingualism and diglossia are treated regarding aspects of style - either explicitly or implicitly. By this, the paper draws attention to possibilities that may help, at least the minority Hungarian communities, to be more acceptable of their own language use.

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Literacy abilities in students – an essential element in the formation of the learning to learn competence

Author(s): Nicoleta Meseșan / Language(s): English Issue: 16/2018

The dynamics of current society urges and obliges to an easy and quick adaptation at the same time. The Parliament and the European Comission have recommended that until the end of mandatory schooling, all students from all of the member states of the EU should form eight essential key-competences for a lifelong learning. Learning to learn is one of the eight key-competences and it implies the formation in students of some learning abilities during mandatory schooling so that they might be able, in the future, to be connected constantly to the novelties of the professional and social field in which they activate. In the formation and development of the aforementioned competence, literacy abilities are a key-element. Reading, comprehension and the transposition of the received information from a literary or a scientific text into a new context constitute essential stages in the formation of the learning to learn competence. Taking into consideration the importance of the formation of the literacy abilities in the schooling, professional and social evolution of the students, the current study wishes to present the results of a micro-research that was done on the level of the formation of these abilities at the end of the mandatory schooling stage in the Romanian educational system. The study was done on four classes of students, from the 10th grade, from two different high-schools, with a pedagogical vocational orientation, the teacher-educator specialization. In the formation of the learning to learn competence, directed learning and individual study contribute to a large extent and the literacy abilities are the foothold in the realization of an efficient learning.

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The Role of Independent Activities in Development of Strategic Learning Competences and Increase of School Performance Level, within the Study of High School Pedagogy

Author(s): Monica-Iuliana Anca,Muşata Bocoş / Language(s): English Issue: 15/2017

The experimental research performed by us with the purpose of exploring the possibilities of development of strategic learning competences and improvement of school performance of 11th grade students, pedagogical profile, specialization in primary school-kindergarten teacher, falls in the category of researches aiming to make efficient certain didactical strategies by testing new action methods. In this proposed subject, which is of great interest, we tried to offer the teaching staff support in performing student-focused activities, which would stimulate them and raise awareness, as well as shape them as self-sufficient persons, capable of setting goals and of reflecting, individually, as well as collectively, upon strategies chosen to reach those aims. The data achieved and processed with the SPSS programme have revealed that the educational programme created by us, systemic and focused on independent activities, which valorise the individual, collective, cognitive and meta-cognitive reflection, inputs to shaping the strategic learning competence and facilitates the improvement of their school performance.

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Curriculum design for a training program in multigrade instruction

Author(s): Silvia Făt / Language(s): English Issue: 13/2015

Multigrade schooling is a social reality in developing countries, and also an educational policy to enhance equal opportunities for children. According to various studies, multigrade teaching is an efficient alternative for conventional class organization, with multiple benefits for students. Generally, teacher training is limited in the degree to which it can prepare teachers for multigrade instruction. Starting from a recent initiative regarding teacher training in Romania, this paper sustains a realistic expectation for new curriculum writing, as a preliminary component of training program. This investigation, based on Need Analysis, reveals some teachers’ objectives and expectations, as well as motivational factors in order to participate at the training program. Other aspects, such as interest for a specific theme or instructional strategies were included in curriculum offer.

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Practices of inclusive education

Author(s): Adriana Denisa Manea / Language(s): English Issue: 11/2013

Inclusive education is a strategic approach designated to facilitate successful learning for all children. Inclusive practices confirm that all children can learn and that they all need some form of support for learning. The stated goal of the inclusive school is to identify and minimize the barriers of learning. Inclusion is a dynamic process that is constantly developing, according to the contextual needs and culture of the reference group, while being part of a strategic system of promotion and construction of inclusive societies.

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The relationship multiple intelligence-learning styles and its implications in the learning process

Author(s): Ramona Ştefana Petrovan,Letitia Trif / Language(s): English Issue: 7/2009

Die gemeinsamen Erfahrungen im Unterricht zeigen, dass sich das Unterrichtswesen durch eine konstante Anpassung an das Verhalten der Schueler wahrend des Lernprozesses bildet und weiterbildet .Indem man die verschiedenartige Schulung als richtige Antwort zu den Interressen , Erwartungen und Beduerfnisse der sich Ausbildenden wahrgenommen wird, bildet die vorliegende Arbeit ihr Fundament, mit der Hilfe der vielfachen Intelligenzen. Warum? Weil,gleichzeitig mit der Erkennung der besser entwickelten Intelligenzen bei den Schuelern, wird die Richtung in welcher die Kurrikula modeliert und adaptiert werden kann bestimmt,fuer jeden Schueler der als einzelartig betrachtet wird, mit verschiedenen psychologischen Altercharakteristiken, aber vor Allem: individuelle psychologische Eigenheiten, ein bestimmtes psychologisches Potential, ein bestimmter Lernstil,verschiedene Faehigkeiten,Interressen, Ausbildungsbeduerfnisse; Verfuegbarkeit und eigene Lernfaehigkeiten; eigene Ansichten, soziale Kompetenzen, usw. Durch die theoretischen , pragmatischen, aktionellen,und operationellen Anhaltspunkte die von Gardners Theorie geliefert wurden, rechtfertigt man eine Realitaet die in Schulen aller Arten gut bekannt ist: die Schueler lernen nicht gleichartig , im selben Rhytmus und ihre Einstellungen waehrend des Lernprozesses koennen sehr verschieden sein.

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Odnos socijalnih vještina učenika i kvaliteta interakcije u razrednom kolektivu

Author(s): Alma Malkić Aličković / Language(s): Bosnian Issue: 7/2019

Social skills determine the success of an individual’s functioning in different social contexts. People with developed social skills in a simple way establish interaction with others and assimilate themselves in a group. Such people also contribute to positive social-emotional atmosphere in the group that is good for achievement of cooperation. Cooperative relationships in school boost motivation in students and lead towards a group productivity and quality interpersonal relationships. This work presents the research results whose aim was to examine relationship between development of students’ social skills and quality of interaction that is achieved in a class. The research was conducted in six primary schools, in Tuzla. There were 506, fifth to eighth grade students in total, out of which 281 were boys and 225 were girls. To measure social skills, Social Skills Inventory (Riggio and Throckmorton 1986). The quality of interaction in classes was recorded with Bales interaction scheme for observing small groups which implied the method of observation. The interaction was observed in at least two lessons in each of 24 classes included in the research. The approach of Canonical Analysis of Covariance was used in the statistical data processing, and the indicators point out that there is connection between students’ nonverbal social skills and the quality of interaction in class, whereas there is no connection between students’ verbal social skills and the quality of interaction that they achieve in their class.

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Problemski zadaci u nastavi fizike

Author(s): Maksuda Muratović / Language(s): Bosnian Issue: 4-5/2015

U radu je predstavljen teorijski osvrt na temu problemski zadaci u nastavi fizike. Cilj rada je bio da se pokaže kako pristupiti rješavanju fizikalnih zadataka, kako napraviti okvirni plan za rješavanje problemskih zadataka i pomoću strategija riješiti problemske zadatke. Rad na rješavanju problemskih zadataka u nastavi složen je, kompleksan i osjetljiv proces. Radi se o aktivnom stvaralačkom činu u kojem se uloga nastavnika i položaj učenika međusobno isprepliću i dopunjuju. Rješavanje problemskih zadataka u nastavi od velikog je značaja za učenikovo razumijevanje fizike.

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PISA 2012 Mathematics Literacy in Serbia: A Multilevel Analysis of Students and Schools

Author(s): Ljiljana B. Lazarević,Ana Orlić / Language(s): English Issue: 4/2018

In PISA 2012 cycle, the focus was on the mathematics literacy. Data collected in PISA survey in Serbia on 4684 respondents show that students on average have significantly lower performance compared to average OECD performance. The aim of the study was to explore student (variables at the first level) and school level predictors (variables at the second level) of the PISA mathematics literacy using multi-level modelling. The most important finding is that student and school level variables are explaining variability in PISA mathematics performance almost equally. Results show that on the student level, significant predictors are gender, noncognitive characteristics (mathematics anxiety, mathematics self-efficacy, mathematics self-concept, openness for problem-solving), student perceived teaching quality and studying habits. Results also indicate that several school-level variables have direct effects on the PISA math performance and that several school-level variables moderate the relationship between student characteristics and PISA performance.

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Менторски рад у Србији – контуре једне типологизације

Author(s): Tanja Šijaković / Language(s): Serbian Issue: 3/2018

As a highly complex relational phenomenon, mentoring and practice which are jointly carried out by an intern and a mentor, attracted the attention of researchers in different fields. With the aim to draw attention to this part of the educational practice in our environment, we carried out a research which focuses on issues of internship and mentoring in education. Although our attention was focused primarily on the issues related to understanding the concept of internships and mentoring and how the offered solutions would reflect in the practice of interns and mentors, research has unexpectedly resulted in some additional findings – the possible types of mentoring in our educational context.Shown results were achieved after analysis of the transcribed material collected in individual interviews, conducted by ten mentors. All the discovered and different approaches to mentoring work are based on an analysis of responses and interpretations that were given by the mentors themselves, and related to: understanding the functions of mentoring; expectations from the interns; understanding the role of interns and mentors; understanding the process of learning and the importance of planning the work with interns. Interpreting the way mentors understand aforesaid and describing specific relation with their interns, we have selected mentors who have demonstrated a consistent linguistic experiential patterns and positions, mutually so different, that they can make the contours of different types of mentoring. In the paper these specific types are identified as: adhoc, formal and development mentoring.

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Integrating Digital Technologies Into Teaching Process

Author(s): Biljana Novković Cvetković,Dragana Stanojević / Language(s): English Issue: 4/2018

This paper wishes to highlight great significance of digital technologies that should be implemented to the highest extent possible in the teaching process. Digital literacy and digital competencies in today's highly developed technological world have been recognized as important aspects for the successful implementation of digital technologies in the teaching process. With this in mind, in this paper we tried to answer the questions as to for what purposes teachers use digital technologies the most and how interested the teachers are for the use of digital technologies. The conclusion is that teachers are highly interested in the application of digital technologies in teaching. Out of all the listed items, the teachers mostly used the Internet-based content and Correspondence by e-mail in their work. The research was based on a descriptive investigative method. Surveys and scaling techniques for measuring teachers' attitudes were used. The present research was carried out between March and April 2017.The basic cohort in this research comprised 276 primary school teachers in the cities of Vranje and Nis. The nature of a sample is that of a stratified simple random sample.

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Ukrajna nyelvpolitikájának alakulása az őshonos népek és nemzeti kisebbségek anyanyelvi oktatása területén

Author(s): Volodymyr Markovskyi,Roman Demkiv,Vyacheslav Shevchenko / Language(s): Hungarian Issue: 3/2018

The paper analyzes from a legal perspective whether the Ukrainian Law on Education of September 5, 2017 complies with the Constitution of Ukraine and with the country’s international obligations. It also presents how a constitutional court proceeding works in this case, providing an additional perspective to the existing scientific approaches.

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A nyelvi jogok hiányáról a hivatalos oktatásban

Author(s): Tove Skuntab-Kangas / Language(s): Hungarian Issue: 3/2018

Do native and minority children have the right to study their native and another/ the dominant language on an advanced level in the framework of different bilingual education models, and most importantly, within the system of mother tongue-based multilingual education (see the definitions in Skutnabb-Kangas & McCarty 2008)? Do schools support native / tribal / minority communities’ right to reproduction by facilitating and encouraging the passing on of their language between generations? In other words: do minority children enjoy language human rights at school? This paper attempts to answer some of these questions. It analyzes how bilingual education intertwine with language use and language rights issues. It presents the important international and regional legal provisions and their consequences.

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Nomadism in Research on Roma Education

Author(s): Solvor Mjøberg Lauritzen / Language(s): English Issue: 2/2018

This paper analyzes to what degree and how educational research from a European context explains Roma disadvantage in education by referring to nomadism. Three thematic areas emerged from an analysis of 55 research papers. First, that Roma are closely associated with nomadism in the literature, creating an essentialist discourse. Second, that anti-nomadism contributes to explaining and justifying Roma exclusion. Third, that this impacts how the relationship between Roma and education is uderstood. Nomadism is seen as both incompatible with and in opposition to education, and nomadic learning is seen as a distinct learning style. All in all, the analysis shows that knowledge production on Roma and education has established a discourse where it is legitimate to use nomadism to explain Roma disadvantage ineducation. This understanding builds on an essentialist view of Romani culture, and it elaborates and sustains key tropes of antigypsyist discourses.

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From Resilience to Wellbeing at School among Romanian Students - Examining the Role of Social-Economic Status

Author(s): Elena Cocoradă,Anca-Daniela Farcaş,Ioana Emanuela Orzea / Language(s): English Issue: 1/2019

Well-being in school is a dimension for overall life satisfaction and quality of life and more important for adolescents who are in a critical period of development and exposed to a variety of risk factors. This paper uses a quantitative approach and aims to analyze the relationship between resilience and well-being at school, focused on the role of socioeconomic status. The results show that students highly motivated and with good learning outcomes come from favored families. These students tend to be more resilient, have a positive orientation towards the future, a better well-being expressed by positive indicators than those students belonging to medium or low-income families. But socio-economically favored students are less satisfied with school than underprivileged students. Achievement motivation is an important predictor of well-being at school, both in middle and high schools. In high school students’ sample, well-being (positive indicators) significantly explains satisfaction with school. In middle school students’ sample, satisfaction with school is explained directly by resilience and, indirectly, through well-being expressed by negative indicators. Age-differentiated interventions that generate a supportive environment must be implemented for all: for students with low socio-economic status because they are less resilient and with lower overall well-being, but also for socio-economically favored students, because they are less satisfied with school.

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Formation of Methodology Culture of Would-be Elementary School Teachers in the Context of Introduction of “New Ukrainian School” Concept

Author(s): Tetiana Fedirchyk,Natalia Nikula / Language(s): English Issue: 1/2019

The article presents comprehensive analysis of the problem of formation of methodology culture of would-be elementary school teachers in pedagogical theory and educational practice. The problem of the formation of a methodological culture of future teachers of elementary school was studied by us from the standpoint of scientific approaches: cultural; axiological systemic; competent; person-activity approaches. It is established that the concept of "methodological culture of the teacher of elementary classes" is an integral part of the category field in the hierarchy of concepts: “culture” ‒ “culture of the person” ‒ “professional culture” ‒ “vocational pedagogical culture” ‒ “methodical culture”. The theoretical analysis of psychological and pedagogical literature allowed to carry out the pedagogical concrete definition of the concept “methodical culture of the teacher of elementary classes”, which is considered in the work as an integrative set of his professional-personal values and qualities, methodical competence and methodical skills, which allows creatively to carry out professional-methodical activity on the basis reflection, experience and self-development, taking into account regulatory requirements. Structure of methodology culture of an elementary school teacher has been shown as combination of components: value and motivational, cognitive and praxeological, personality and artistic, reflective and evaluational. Criteria, values for levels of formation of methodology culture of would-be elementary school teachers have been elaborated that reflect unity and connection of all structural components of the described phenomenon. Levels of formation of methodology culture of would-be elementary school teachers have been established in the process of professional training: adaptive-repetitive, reproductive, systemic-productive, integrative-creative. Efficiency of the model of formation of methodology culture of would-be elementary school teachers has been proved theoretically and experimentally, which consists of three interrelated units (theoretical and methodical, context and activity, resultative). Teacher’s guides have been elaborated and introduced for formation of methodology culture of would-be elementary school teachers in the process of professional training.

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Attitude and Self-Efficacy of Students with Motor Impairments Regarding Touch Input Technology

Author(s): Maria Doina Schipor / Language(s): English Issue: 1/2019

We address in this work the role touch interfaces could play in reducing the inequalities motor disabled students confront with. To this end, we conduct a between subjects experiment, involving students with motor disability and able bodied participants, investigating both the attitude and the self-efficacy with respect to the utilisation of touch technology in the everyday life. We rely on the well-established relationship between attitude, self-efficacy, and actual performance in order to explore strategies for increasing the actual performances through psychological means. The statistical analysis indicates significant differences between subjects with motor impairments and able bodied participants in the case of both attitude and self-efficacy. We connect these outcomes with strategies for reducing the inequalities for the students with motor disabilities in the context of educational activities.

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Psychological and Pedagogical Factors of Activating the Masters Students Cognitive Interests to the Study of Foreign Languages

Author(s): Yulya Zhurat,Natalya Davydzuc,Maria Oliynyk / Language(s): English Issue: 1/2019

Motivation is a major factor in activity, including cognitive one. Pedagogical and psychological factors stimulate cognitive interest, cognitive and educational activity. Activating the cognitive interests of students to study foreign languages becomes successful due to the correspondence of the content of educational material organization, ways and methods of teaching, the provision of personal meaning educational material, the establishment of subject-subject relations in the educational process, the use of psychological and pedagogical methods of stimulation by the teacher of students’ cognitive interest and cognitive activity. The future professionals (students) successful training of foreign language, professionally oriented communication is impossible without defining a single concept that is the training clear strategy and tactics.Formation of foreign-language professional-oriented competence is possible through that modeling in the educational process typical situations of real professional communication that arise in different spheres of life and relate to different topics.The communicative activity of students during the training of professionally oriented communication in a foreign language is a system consisting of organizational and motivational, informational and procedural and criterion-effective components that derive from the social nature of human activity and create the best conditions for the improvement of the entire system of student communicative activities in relation to formation of foreign professional competence.

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